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This study assesses the impact of mind-wandering on reading and math.
This study assesses the impact of mind-wandering on reading and math. Specifically 120 middle school student participants will receive descriptive measures (of achievement, attention and related factors including mind-wandering), and will receive a brief (~30 min) lesson in reading and math (order counterbalanced). Participants will receive a brief pre-test, the lesson, and then a post-test on the reading and math outcomes. 75% of the participants will receive a brief manipulation that sets up the influence of mind-wandering, as well as redirects when probe-caught mind-wandering occurs. The remaining participants will receive only redirects, and only randomly. Among participants to receive the mind-wandering manipulation, an equal number will receive this only for reading, only for math, and for both reading and math.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Mind Wandering Intervention | Experimental | 75% of participants will receive proactive and reactive mind-wandering information and redirection. |
|
| Mind Wandering Comparison | Active Comparator | 25% of participants will receive only mind-wandering redirection, but only at random times. |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| mind-wandering intervention | Behavioral | Participants in this condition receive a brief introduction to the potential impact of mind-wandering (before learning, proactive), and are redirected to lesson if "probe-caught" mind-wandering are endorsed (during learning, reactive) |
| Measure | Description | Time Frame |
|---|---|---|
| Investigator Developed Items Derived From Reading Content Being Taught | Participants will answer multiple choice questions regarding the reading material being taught, and the key index will the raw score number correct. The investigators call the scale "Sleep and Dreams" (after the content the participant is reading about), and the possible score range will be 0 (min) to 24 (max), with higher scores meaning better comprehension of the material. | administered one time immediately following the single reading learning session on day 1 |
| Investigator Developed Items Derived From Math Content Being Taught | Participants will answer multiple choice questions regarding the math material being taught, and the key index will the raw score number correct. The investigators call the scale "Circles" (after the content being taught), and the possible score range will be 0 (min) to 24 (max), with higher scores meaning better comprehension of the material. | adminstered one time immediately following the single math learning session on day 1 |
| Measure | Description | Time Frame |
|---|---|---|
| Investigator Developed Probe-Caught Mind-Wandering | During the learning (of the reading and math content), participants are prompted on several occasions as to whether their mind was wandering during the lesson. This is a single item multiple/choice scale (called Probe-Caught Mind Wandering), with the range being 0 (min) to 12 (max), with lower scores indicating the better outcome (less mind wandering) |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Paul T. Cirino, PhD | University of Houston | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| University of Houston | Houston | Texas | 77204-5053 | United States |
If another researcher with an approved Institutional Review Board (IRB) protocol wishes to utilize the data for purposes that are non-overlapping with the investigators, they may reach out to the Study PI, who can share de-identified individual data.
Data will become available after the paper describing the study is published in a peer-reviewed Journal, and will be available for up to 5 years following the termination of the study
If another researcher with an approved Institutional Review Board (IRB) protocol wishes to utilize the data for purposes that are non-overlapping with the investigators, they may reach out to the Study PI, who can share de-identified individual data.
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The factors are study condition order (reading, math), proactive and reactive mind-wandering manipulation (yes, no), and lesson target (reading, math, both, neither)
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There is no need, and it is not possible to blind condition
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| mind-wandering comparison | Behavioral | Participants in this condition receive no introduction, and only redirection, and the redirection is random, not in reaction to mind-wandering |
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| On 12 occasions interspersed during each of the math and reading learning sessions, on day 1 only. |